My name is Carina Carreras, I am a Kindergarten Teacher Assistant who teaches 19 kids, 12 boys and 7 girls. I learn everyday from them and I am very proud of me because I feel I am good leader. I am married and have two children, Dahlia (4) and Fernando (2).
I love to dance, paint and listen to Classical music.
ASSIGNMENT 2
Reflection:
I have learned that the Multiple Intelligences are part of us. We need to remember that those intelligences are always there, are valued in one or more cultures and there is a brain area dedicated to those . To teach we have to realized that we must work with 3 or 4 intelligences in order to develop more in each student. These Intelligences are the ways you can process the info you receive in order to share that info with others.
I also learned that I am in the right track of teaching, because every time we are doing Rotation time and I have to work with four different groups of kids. I focus on each group and change my activity to get more of each group of kids , because they are all different. I always challenge the kids, that is the way I can feel they are learning. Eventhough some kids need more guidance, I push them a little bit to achieve something new everyday for them as gaining more self-confidence.
The learning styles on each individual can be auditive, visual and kinesthesic and as teachers we have to be aware of that while planning the daily activities to help the kids do their best, working on their strenghts rather than their weaknesses. How you give the information to the kids is the best way to work on the different learning styles they have.
ASSIGNMENT 3
Our cartoon was "Friends can be different".
ASSIGNMENT 4
Learning Matrix Activity.
We chose HIGH FUNCTIONING AUTISTIC and ASPERGER
Mariana, Rita, Carina
High Functioning Autistic or Asperger
Autism is a complex collection of behaviors that generally surfaces around age two. Aspergers is a mild form autism. Children can have a wide range of abilities, and the diagnosis runs along a spectrum, reflecting the child's level of cognitive and language impairment.
Autism is usually characterized by physical repetitive movements such as rocking or flapping of the arms.These children have problems in social interaction, they usually engage in repetitive, obsessive routines. They focus on a single interest. Sensory stimulation often overwhelms these kids with fury or shutting down completely.
Reinforce positive behaviors in a structured environment to encourage learning.
Break skills into small measurable tasks
Rewards are very helpful
Do not reward in any way negative behaviors
Teachers should keep a record of what is working and what is not
Floortime Foundation emphasizes social, emotional and intelectual capacities instead of focused skills and isolated behavior.
ASSIGNMENT 5
I know that “Evolution” is not necessarily the same thing as “Progress”, species merely adapt to their current environments but that doesn’t mean they are getting better. If every species was perfect then why don’t all animals have the best possible features like big brains. Each species is just a HUGE MIX of adaptations. In my opinion, as a mommy with two kids (2-4 years old) I feel that they are smarter than us not because our fast way of life, technology or the food we eat; They are smarter because they are part of this newest generation of Indigo and Crystal children who are highly psychic and sensitive but without the anger energy. Although there are no scientific studies to give credibility to the existence of Indigo or Crystal children or their traits, the phenomenon appeals to some parents whose children have been diagnosed with learning disabilities and parents seeking to believe their children are special. I am sure that that’s why we have lots of therapists and psychologists around the classrooms in every single school I know.
As early childhood teachers we have to be very careful with the kids, because most of them are very sensitive, they are waiting for a real leader that can help them share a world full of love around them and learn from that positive energy.
I am afraid that maybe human beings will one day be thought of as the missing link .
ASSIGNMENT 6
Tic-Tac-Toe Activity
Designed by: Melanie, Carina, Ruth, Melissa, Randa
Target audience: First Grade and Kindergarten
Responses to fiction
Make puppets of the main characters, and play with them.
Retell the story to a friend.
Fill in a story map of the story.
Dramatize the events of the story.
Make a mural of the setting of the story. Include in your mural at least 5 details and label them.
Write a different ending to the story.
Predict what will happen next? What do you think will happen next? Write or draw a sequel to the story.
Your sequel can be 1 page or up to four pages long.
Draw your favorite part of the story and tell what is happening.
Connect something you read in the story to something from your own life. Draw or write something that happened to you that is similar to the events or characters in the book.
ASSIGNMENT 7
1st ACTIVITY.-
A} My group of kids is from Kindergarten, they are twelve boys and seven girls who are very curious and its hard for them to listen to other; for this reason I chose this activity to work more on this kind of situations. They love activities where emotions are exposed but this cannot be done with large groups. This was the first time we worked as a whole and I feel the results were successful.
B} The subject I taught was Social studies even though our Unit of Inquiry at this time of the year is about celebrations around the world [PYP Unit of Inquiry}. I did this because we haven’t had the opportunity to know more about their likes or dislikes { I know it sounds weird }. I am so ashamed… a big sorry, Hank! I read about the Renzulli Learning System (RLS) which allows students to answer questions about their interests and learning styles and what they enjoy doing in school and at home. After that approach I was pretty sure to do it with the kids to create a profile describing the students and their interests about how they do in school, their learning style for selecting activities that are best matched to the student styles of learning.
C} First I started reading two short stories: “We are all different” and “I love me”. They really liked the stories. Then I invited them to do an activity. Each child sat on the middle of the carpet and explained why they felt they were special. Trying to break the silence I started saying: “I am special because I can dance”. Then I asked them to mention something special about me and they said: “You teach us good things, you give us hugs” and many other things. I was very happy with the responses. After this the kids started playing. They sat making a big circle, with one kid in the center, and then we started playing in order from left to right. I told them that 4 or 5 kids could say something about the kid who was in the center, for example: “She is a good friend, she plays with me “ in order to not make it long and loose the interest. At the end, the student in the center received a round of applause and a star sticker which said “I am very special” in order to continue with other friend. They started perfectly but it was hard for some of them to listen from the kid number 14 through 19. It was an excellent warm up that mostly worked on their self-esteem and helped me to do the next activity that is coming right away! After the snack time we went to the second part which consisted in receiving a chart where they had to write their name on what they like to do or can do. This chart was made considering their preferences mentioned when they where in the center of the carpet. I put fifteen choices on the three sheet chart and under each choice a big space to write down the names of the children in case they had many friends liking the same. I told them that I was really happy to know that most of them know how special and unique they are so I decided to work on a chart about what they like to do or what they can do pretty well. The choices were: I like to: dance, paint, read, sing, swim, play soccer, play golf, play tennis. Other choices were: I like dinosaurs, gymnastics, I can do the whole monkey bars, I can ride a bike with two wheels, I like the beach, and I like Legos. Each choice had a drawing that helped them to recognize the sentence {at the beginning I told them each choice in order to have a little time to think before starting the activity}. I invited them to ask all the children from our class, to do a graph with all their responses. I also told them that we had 20 minutes to finish and if they didn’t know how to write the name of a friend to ask him or her to write it down. The activity went pretty well, the children who never talk started asking first, and those who never play together were interested in what the others were answering back. The next day they were very excited to look at our class graph and discover their strengths and likes. We started the morning circle talking about this and how similar we are in some aspects. The best part was listening someone saying “ Now you know what I like to play with, so don’t force me to play dinosaurs again”.
D] The children responded well to the activity because they were listening nice things about themselves, they noticed that they were special in some ways and also that they had more friends than they felt they had.
E} I would like to do all this again but at the very beginning of the year to foment a positive environment in order to promote our strengths rather than our weaknesses and make friends easily. This would also help to achieve a significant learning experience through the year. I am always looking for activities that can make the difference, activities that can give more to the kids to think about their mission here as a community of learners but its difficult to make the difference. “Differentiation” is the key word in curriculum and instruction, but the reality is that most teachers simply do not have the necessary time to do it well, especially when it comes to finding advanced level resources for gifted students. Most of our kids are waiting for something else related to their life and personal goals.
F} I would make some changes if this is done at the beginning of the year and they are starting to know their friends and teachers. Maybe I can start showing 2 pictures of me doing something I like to do. Then we can ask the kid who is in the center to tell us two or three things they like to do and if someone wants to say something nice to their new friend to feel free to say it. Then I would ask each parent to send me a little video of two minutes of their children showing how special they are with pictures of them doing something special or what they like to do the most. In order to learn more from each kid I would like to do a poster of each of them saying I am very special because…. I would put pictures I would take from them while they are at the school and would also ask their parents to send me some. Then I would take copies of each poster and make a big book to share with them showing how special and unique they are. Finally, at the end of the year all the kids would receive the same big book with some extra pages for our class song {that we can create and record}, our class rhyme {created by the class}, a picture of the project they loved to do during the year, a class picture and a message written by me saying how special and unique they are.
REFLECTION.- I would like to say that there are ranges of abilities in every classroom, and it is necessary to examine ways to meet the developmental needs of all learners. We cannot just work with students in an environment of high rigor and challenge if we have not provided the broad base of foundational knowledge and skills necessary to build and support increased rigor and participation in advanced learning situations.
2nd ACTIVITY.-
A} This lesson was done by kindergarten kids (12 boys and 7 girls) who are five and six years old and like to listen to stories and move but most of them don’t like to read and write. The girls from the class are very feminine and are always complaining that the boys are very rude to them. They think that they cannot have fun together so this activity helped in some way to create a friendly environment toward everybody. Gardner said that students learn in ways that are identifiably distinctive. The broad spectrum of students and perhaps the society as a whole would be better served if disciplines could be presented in a numbers of ways. The theory of multiple intelligences suggests that teachers should be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection etc. We need to remember that if we want children learning happily we need to plan a variety of activities.
B} The subject I taught was Language Arts to help them express by their movements and then describe what they were doing. I was looking for a descriptive writing and making up a story.
C] This activity was planned for our morning meeting. At the beginning of the activity I read a rhyme about movements. Then we watched a video about people dancing and also that we are all different and move different. I talked about the different movements that people use in their careers like dentists, teachers, pilots, etc. Then I asked them to mention any kind of career for example, if they mentioned a police officer they had to give me a movement that they usually do. I told them that silly movements were inappropriate for a professional. Then I invited them to stand up around the circle and listen to the music. I explained them that each one of them would stand in the center, become a monster and move according to the song “Monster Mash”. Also that each of us would move like a monster with special movements and trying not to copy our friends’ movements. I started, so I went to the center and with the music I gave an example of movement and they all copied the movement following the rhythm of the music. I told them that it is very important to listen to the music and follow it. One at a time could volunteer to perform in the center while the remainder of the children copied the student’s movement. I was really surprised when all my students had very creative movement representations. Nineteen monsters were inside the class and we were having lots of fun. There was no time to make jokes around anyone. I was so impressed and proud of them. I wrote a checklist of the probable careers they wanted to perform during the Monster Mash song. If they didn’t have the idea for a movement I helped them. Finally I selected the most convincing monster and it was very hard because I had more than four that could be Target Monster. I told the class that I was going to choose any monster to work with it, because if I told them that I would choose the best monster they would feel bad or jealous. I invited the target monster to perform his movements again and I asked the children to brain storm words to describe the monster. I told them that I was very proud of all my monsters and I prepared a diploma for all of them as an award for being such an incredible monster. The monster I chose was the one who was following the music, doing more movements, more face expressions and all the kids were following and enjoying his movements a lot. Then I invited my target monster to move and freeze if I asked him to, because I needed to ask some questions to the children who were the audience. I calculated that each 3 or four kids could be interested in each question, that’s why I made 6 questions. The questions were: How is the monster moving? What kinds of steps is he doing? How does he feel? Is he making noise? What do you think about him? What is he going to do when he stops moving? Finally I invited them to create a story about that monster {with all the information obtained from their descriptions} and it went like that: Once upon a time there was a giant hairy monster with big feet around school. It looked friendly, he wanted to be a teacher. It marched with strong steps waving its arms like a big gorilla. Its steps were so fast that it seemed it was running to catch us. When the monster opened the door of our classroom it looked very tired and asked Ms. Carina for help because it wanted to sleep in our reading corner. The teacher said “Yes, we will take care of you” and we all said SHH!!!...BE QUIET PLEASE. The activity went pretty well, my monster was the child who always has something new to tell us everyday and all the class was very collaboratively with the story even though sometime the target monster was trying to make a longer story with family and friends.
D} The children responded very well. They enjoyed a lot the activity because of the song and the movements they had to create. The story we made up was so funny for all of us that I promised that I would make a class book for the class.
E} I will do this activity again but in two groups of ten kids each to be more focused on each child and their movements. I think also about having more time to give more ideas and two stories to share at the end. Our friend Gardner said “Happy relaxed people learn more readily than unhappy stressful people.” F} I was thinking in changing the activity a little not in the main purpose but using it to start a unit of inquiry, creating a character [not a monster always} that could help us learn through all the Unit of Inquiry, new things about the themes, for example: Celebrations around the world, safety systems around school, etc. This would help the children to have a significant learning experience in order to remember that character as a leader. We can also make a book for each unit with a special character. Gardner said that when you add in what we know about personal belief and confidence it all begins to make even more sense. Developing people through their strengths not only stimulates their development, also make them happy because everyone enjoys working in their strength areas. On the other hand, we also grow their confidence and lift their belief because they see they are doing well. Developing people strengths increases their response to the learning experience, which helps to develop their weaknesses as well as their strengths.
REFLECTION.- I really believe that Goleman and his Emotional Intelligence is something that can help more in our learning and as teachers can give us the key to success. That intelligence helps us to control impulses, to self-motivate, to have empathy for others, and to create positive, social interpersonal relationships. Children can learn and use these types of skills in an emotional intelligence classroom to get along better with their peers, to have more self-confidence, and to even succeed with their daily work. Children, who participate in emotional intelligence activities and learn empathy and conflict resolution at a young age, can practice these skills every day just like math or reading to grow up and become a well-adjusted adult.
ASSIGNMENT 1
My name is Carina Carreras, I am a Kindergarten Teacher Assistant who teaches 19 kids, 12 boys and 7 girls. I learn everyday from them and I am very proud of me because I feel I am good leader. I am married and have two children, Dahlia (4) and Fernando (2).
I love to dance, paint and listen to Classical music.
ASSIGNMENT 2
Reflection:
I have learned that the Multiple Intelligences are part of us. We need to remember that those intelligences are always there, are valued in one or more cultures and there is a brain area dedicated to those . To teach we have to realized that we must work with 3 or 4 intelligences in order to develop more in each student. These Intelligences are the ways you can process the info you receive in order to share that info with others.
I also learned that I am in the right track of teaching, because every time we are doing Rotation time and I have to work with four different groups of kids. I focus on each group and change my activity to get more of each group of kids , because they are all different. I always challenge the kids, that is the way I can feel they are learning. Eventhough some kids need more guidance, I push them a little bit to achieve something new everyday for them as gaining more self-confidence.
The learning styles on each individual can be auditive, visual and kinesthesic and as teachers we have to be aware of that while planning the daily activities to help the kids do their best, working on their strenghts rather than their weaknesses. How you give the information to the kids is the best way to work on the different learning styles they have.
ASSIGNMENT 3
Our cartoon was "Friends can be different".
ASSIGNMENT 4
Learning Matrix Activity.
We chose HIGH FUNCTIONING AUTISTIC and ASPERGER
ASSIGNMENT 5
I know that “Evolution” is not necessarily the same thing as “Progress”, species merely adapt to their current environments but that doesn’t mean they are getting better. If every species was perfect then why don’t all animals have the best possible features like big brains. Each species is just a HUGE MIX of adaptations. In my opinion, as a mommy with two kids (2-4 years old) I feel that they are smarter than us not because our fast way of life, technology or the food we eat; They are smarter because they are part of this newest generation of Indigo and Crystal children who are highly psychic and sensitive but without the anger energy. Although there are no scientific studies to give credibility to the existence of Indigo or Crystal children or their traits, the phenomenon appeals to some parents whose children have been diagnosed with learning disabilities and parents seeking to believe their children are special. I am sure that that’s why we have lots of therapists and psychologists around the classrooms in every single school I know.
As early childhood teachers we have to be very careful with the kids, because most of them are very sensitive, they are waiting for a real leader that can help them share a world full of love around them and learn from that positive energy.
I am afraid that maybe human beings will one day be thought of as the missing link .
ASSIGNMENT 6
Tic-Tac-Toe Activity
Designed by: Melanie, Carina, Ruth, Melissa, Randa
Target audience: First Grade and Kindergarten
Responses to fiction
Write or draw a sequel to the story.
Your sequel can be 1 page or up to four pages long.
ASSIGNMENT 7
1st ACTIVITY.-
A} My group of kids is from Kindergarten, they are twelve boys and seven girls who are very curious and its hard for them to listen to other; for this reason I chose this activity to work more on this kind of situations. They love activities where emotions are exposed but this cannot be done with large groups. This was the first time we worked as a whole and I feel the results were successful.
B} The subject I taught was Social studies even though our Unit of Inquiry at this time of the year is about celebrations around the world [PYP Unit of Inquiry}. I did this because we haven’t had the opportunity to know more about their likes or dislikes { I know it sounds weird }. I am so ashamed… a big sorry, Hank!
I read about the Renzulli Learning System (RLS) which allows students to answer questions about their interests and learning styles and what they enjoy doing in school and at home. After that approach I was pretty sure to do it with the kids to create a profile describing the students and their interests about how they do in school, their learning style for selecting activities that are best matched to the student styles of learning.
C} First I started reading two short stories: “We are all different” and “I love me”. They really liked the stories. Then I invited them to do an activity. Each child sat on the middle of the carpet and explained why they felt they were special. Trying to break the silence I started saying: “I am special because I can dance”. Then I asked them to mention something special about me and they said: “You teach us good things, you give us hugs” and many other things. I was very happy with the responses. After this the kids started playing. They sat making a big circle, with one kid in the center, and then we started playing in order from left to right. I told them that 4 or 5 kids could say something about the kid who was in the center, for example: “She is a good friend, she plays with me “ in order to not make it long and loose the interest. At the end, the student in the center received a round of applause and a star sticker which said “I am very special” in order to continue with other friend.
They started perfectly but it was hard for some of them to listen from the kid number 14 through 19. It was an excellent warm up that mostly worked on their self-esteem and helped me to do the next activity that is coming right away!
After the snack time we went to the second part which consisted in receiving a chart where they had to write their name on what they like to do or can do. This chart was made considering their preferences mentioned when they where in the center of the carpet. I put fifteen choices on the three sheet chart and under each choice a big space to write down the names of the children in case they had many friends liking the same.
I told them that I was really happy to know that most of them know how special and unique they are so I decided to work on a chart about what they like to do or what they can do pretty well. The choices were: I like to: dance, paint, read, sing, swim, play soccer, play golf, play tennis. Other choices were: I like dinosaurs, gymnastics, I can do the whole monkey bars, I can ride a bike with two wheels, I like the beach, and I like Legos. Each choice had a drawing that helped them to recognize the sentence {at the beginning I told them each choice in order to have a little time to think before starting the activity}. I invited them to ask all the children from our class, to do a graph with all their responses.
I also told them that we had 20 minutes to finish and if they didn’t know how to write the name of a friend to ask him or her to write it down. The activity went pretty well, the children who never talk started asking first, and those who never play together were interested in what the others were answering back.
The next day they were very excited to look at our class graph and discover their strengths and likes. We started the morning circle talking about this and how similar we are in some aspects. The best part was listening someone saying “ Now you know what I like to play with, so don’t force me to play dinosaurs again”.
D] The children responded well to the activity because they were listening nice things about themselves, they noticed that they were special in some ways and also that they had more friends than they felt they had.
E} I would like to do all this again but at the very beginning of the year to foment a positive environment in order to promote our strengths rather than our weaknesses and make friends easily. This would also help to achieve a significant learning experience through the year. I am always looking for activities that can make the difference, activities that can give more to the kids to think about their mission here as a community of learners but its difficult to make the difference. “Differentiation” is the key word in curriculum and instruction, but the reality is that most teachers simply do not have the necessary time to do it well, especially when it comes to finding advanced level resources for gifted students. Most of our kids are waiting for something else related to their life and personal goals.
F} I would make some changes if this is done at the beginning of the year and they are starting to know their friends and teachers. Maybe I can start showing 2 pictures of me doing something I like to do. Then we can ask the kid who is in the center to tell us two or three things they like to do and if someone wants to say something nice to their new friend to feel free to say it. Then I would ask each parent to send me a little video of two minutes of their children showing how special they are with pictures of them doing something special or what they like to do the most.
In order to learn more from each kid I would like to do a poster of each of them saying I am very special because…. I would put pictures I would take from them while they are at the school and would also ask their parents to send me some. Then I would take copies of each poster and make a big book to share with them showing how special and unique they are.
Finally, at the end of the year all the kids would receive the same big book with some extra pages for our class song {that we can create and record}, our class rhyme {created by the class}, a picture of the project they loved to do during the year, a class picture and a message written by me saying how special and unique they are.
REFLECTION.-
I would like to say that there are ranges of abilities in every classroom, and it is necessary to examine ways to meet the developmental needs of all learners. We cannot just work with students in an environment of high rigor and challenge if we have not provided the broad base of foundational knowledge and skills necessary to build and support increased rigor and participation in advanced learning situations.
2nd ACTIVITY.-
A} This lesson was done by kindergarten kids (12 boys and 7 girls) who are five and six years old and like to listen to stories and move but most of them don’t like to read and write. The girls from the class are very feminine and are always complaining that the boys are very rude to them. They think that they cannot have fun together so this activity helped in some way to create a friendly environment toward everybody. Gardner said that students learn in ways that are identifiably distinctive. The broad spectrum of students and perhaps the society as a whole would be better served if disciplines could be presented in a numbers of ways.
The theory of multiple intelligences suggests that teachers should be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection etc. We need to remember that if we want children learning happily we need to plan a variety of activities.
B} The subject I taught was Language Arts to help them express by their movements and then describe what they were doing. I was looking for a descriptive writing and making up a story.
C] This activity was planned for our morning meeting. At the beginning of the activity I read a rhyme about movements. Then we watched a video about people dancing and also that we are all different and move different. I talked about the different movements that people use in their careers like dentists, teachers, pilots, etc. Then I asked them to mention any kind of career for example, if they mentioned a police officer they had to give me a movement that they usually do. I told them that silly movements were inappropriate for a professional. Then I invited them to stand up around the circle and listen to the music. I explained them that each one of them would stand in the center, become a monster and move according to the song “Monster Mash”. Also that each of us would move like a monster with special movements and trying not to copy our friends’ movements. I started, so I went to the center and with the music I gave an example of movement and they all copied the movement following the rhythm of the music. I told them that it is very important to listen to the music and follow it. One at a time could volunteer to perform in the center while the remainder of the children copied the student’s movement.
I was really surprised when all my students had very creative movement representations. Nineteen monsters were inside the class and we were having lots of fun. There was no time to make jokes around anyone. I was so impressed and proud of them. I wrote a checklist of the probable careers they wanted to perform during the Monster Mash song. If they didn’t have the idea for a movement I helped them. Finally I selected the most convincing monster and it was very hard because I had more than four that could be Target Monster. I told the class that I was going to choose any monster to work with it, because if I told them that I would choose the best monster they would feel bad or jealous.
I invited the target monster to perform his movements again and I asked the children to brain storm words to describe the monster. I told them that I was very proud of all my monsters and I prepared a diploma for all of them as an award for being such an incredible monster.
The monster I chose was the one who was following the music, doing more movements, more face expressions and all the kids were following and enjoying his movements a lot. Then I invited my target monster to move and freeze if I asked him to, because I needed to ask some questions to the children who were the audience. I calculated that each 3 or four kids could be interested in each question, that’s why I made 6 questions.
The questions were:
How is the monster moving?
What kinds of steps is he doing?
How does he feel?
Is he making noise?
What do you think about him?
What is he going to do when he stops moving?
Finally I invited them to create a story about that monster {with all the information obtained from their descriptions} and it went like that:
Once upon a time there was a giant hairy monster with big feet around school. It looked friendly, he wanted to be a teacher. It marched with strong steps waving its arms like a big gorilla. Its steps were so fast that it seemed it was running to catch us.
When the monster opened the door of our classroom it looked very tired and asked Ms. Carina for help because it wanted to sleep in our reading corner. The teacher said “Yes, we will take care of you” and we all said SHH!!!...BE QUIET PLEASE.
The activity went pretty well, my monster was the child who always has something new to tell us everyday and all the class was very collaboratively with the story even though sometime the target monster was trying to make a longer story with family and friends.
D} The children responded very well. They enjoyed a lot the activity because of the song and the movements they had to create. The story we made up was so funny for all of us that I promised that I would make a class book for the class.
E} I will do this activity again but in two groups of ten kids each to be more focused on each child and their movements. I think also about having more time to give more ideas and two stories to share at the end. Our friend Gardner said “Happy relaxed people learn more readily than unhappy stressful people.”
F} I was thinking in changing the activity a little not in the main purpose but using it to start a unit of inquiry, creating a character [not a monster always} that could help us learn through all the Unit of Inquiry, new things about the themes, for example: Celebrations around the world, safety systems around school, etc. This would help the children to have a significant learning experience in order to remember that character as a leader. We can also make a book for each unit with a special character.
Gardner said that when you add in what we know about personal belief and confidence it all begins to make even more sense. Developing people through their strengths not only stimulates their development, also make them happy because everyone enjoys working in their strength areas. On the other hand, we also grow their confidence and lift their belief because they see they are doing well. Developing people strengths increases their response to the learning experience, which helps to develop their weaknesses as well as their strengths.
REFLECTION.-
I really believe that Goleman and his Emotional Intelligence is something that can help more in our learning and as teachers can give us the key to success. That intelligence helps us to control impulses, to self-motivate, to have empathy for others, and to create positive, social interpersonal relationships. Children can learn and use these types of skills in an emotional intelligence classroom to get along better with their peers, to have more self-confidence, and to even succeed with their daily work. Children, who participate in emotional intelligence activities and learn empathy and conflict resolution at a young age, can practice these skills every day just like math or reading to grow up and become a well-adjusted adult.